Automatic Context-Driven Inference of Engagement in HMI: A Survey

An integral part of seamless human-human communication is engagement, the process by which two or more participants establish, maintain, and end their perceived connection. Therefore, to develop successful human-centered human-machine interaction applications, automatic engagement inference is one of the tasks required to achieve engaging interactions between humans and machines, and to make machines attuned to their users, hence enhancing user satisfaction and technology acceptance. Several factors contribute to engagement state inference, which include the interaction context and interactants' behaviours and identity. Indeed, engagement is a multi-faceted and multi-modal construct that requires high accuracy in the analysis and interpretation of contextual, verbal and non-verbal cues. Thus, the development of an automated and intelligent system that accomplishes this task has been proven to be challenging so far. This paper presents a comprehensive survey on previous work in engagement inference for human-machine interaction, entailing interdisciplinary definition, engagement components and factors, publicly available datasets, ground truth assessment, and most commonly used features and methods, serving as a guide for the development of future human-machine interaction interfaces with reliable context-aware engagement inference capability. An in-depth review across embodied and disembodied interaction modes, and an emphasis on the interaction context of which engagement perception modules are integrated sets apart the presented survey from existing surveys

Exposing piaget's scheme: Empirical evidence for the ontogenesis of coordination in learning a mathematical concept

The combination of two methodological resources-natural-user interfaces (NUI) and multimodal learning analytics (MMLA)-is creating opportunities for educational researchers to empirically evaluate seminal models for the hypothetical emergence of concepts from situated sensorimotor activity. 76 participants (9-14 yo) solved tablet-based non-symbolic manipulation tasks designed to foster grounded meanings for the mathematical concept of proportional equivalence. Data gathered in task-based semi-structured clinical interviews included action logging, eye-gaze tracking, and videography. Successful task performance coincided with spontaneous appearance of stable dynamical gaze-path patterns soon followed by multimodal articulation of strategy. Significantly, gaze patterns included uncued non-salient screen locations. We present cumulative results to argue that these 'attentional anchors' mediated participants' problem solving. We interpret the findings as enabling us to revisit, support, refine, and elaborate on central claims of Piaget's theory of genetic epistemology and in particular his insistence on the role of situated motor-action coordination in the process of reflective abstraction

An emotion and memory model for social robots : a long-term interaction

In this thesis, we investigate the role of emotions and memory in social robotic companions. In particular, our aim is to study the effect of an emotion and memory model towards sustaining engagement and promoting learning in a long-term interaction. Our Emotion and Memory model was based on how humans create memory under various emotional events/states. The model enabled the robot to create a memory account of user's emotional events during a long-term child-robot interaction. The robot later adapted its behaviour through employing the developed memory in the following interactions with the users. The model also had an autonomous decision-making mechanism based on reinforcement learning to select behaviour according to the user preference measured through user's engagement and learning during the task. The model was implemented on the NAO robot in two different educational setups. Firstly, to promote user's vocabulary learning and secondly, to inform how to calculate area and perimeter of regular and irregular shapes. We also conducted multiple long-term evaluations of our model with children at the primary schools to verify its impact on their social engagement and learning. Our results showed that the behaviour generated based on our model was able to sustain social engagement. Additionally, it also helped children to improve their learning. Overall, the results highlighted the benefits of incorporating memory during child-Robot Interaction for extended periods of time. It promoted personalisation and reflected towards creating a child-robot social relationship in a long-term interaction

A Systematic Review of Adaptivity in Human-Robot Interaction

As the field of social robotics is growing, a consensus has been made on the design and implementation of robotic systems that are capable of adapting based on the user actions. These actions may be based on their emotions, personality or memory of past interactions. Therefore, we believe it is significant to report a review of the past research on the use of adaptive robots that have been utilised in various social environments. In this paper, we present a systematic review on the reported adaptive interactions across a number of domain areas during Human-Robot Interaction and also give future directions that can guide the design of future adaptive social robots. We conjecture that this will help towards achieving long-term applicability of robots in various social domains

Agents for educational games and simulations

This book consists mainly of revised papers that were presented at the Agents for Educational Games and Simulation (AEGS) workshop held on May 2, 2011, as part of the Autonomous Agents and MultiAgent Systems (AAMAS) conference in Taipei, Taiwan. The 12 full papers presented were carefully reviewed and selected from various submissions. The papers are organized topical sections on middleware applications, dialogues and learning, adaption and convergence, and agent applications